Combined effect of levels in personal self-regulation and regulatory teaching on meta-cognitive, on meta-motivational, and on academic achievement variables in under-graduate students

Fuente-Arias, J. (Jesús) de laMartínez-Vicente, J.M. (José Manuel)Sander, P. (Paul)Vera-Martínez, M.M. (Manuel Mariano)Fadda, S. (Salvatore)Garzón-Umerenkova, A. (Angélica)2018-10-092018-10-092017de la Fuente-Arias, J. (Jesús Enrique); Sander, P. (Paul); Martínez -Vicente, J. (José Manuel); et al. "Combined effect of levels in personal self-regulation and regulatory teaching on meta-cognitive, on meta-motivational, and on academic achievement variables in under-graduate students". Frontiers in Psychology. 8 (232), 2017, 1 - 19https://hdl.handle.net/10171/54579esinfo:eu-repo/semantics/openAccessPsicologíaPersonal self-regulationRegulatory teachingLearning approachesResilienceEngagementConfidenceTest anxietyAcademic achievementCombined effect of levels in personal self-regulation and regulatory teaching on meta-cognitive, on meta-motivational, and on academic achievement variables in under-graduate studentsinfo:eu-repo/semantics/article